Consider this, about having perspective on criticism: If you enjoyed making a thing, and you’re proud of the thing you made, that’s enough. Not everyone is going to like it, and that’s okay. And sometimes, a person who likes your work and a person who don’t will show up within milliseconds of each other to let you know how they feel. One does not need to cancel out the other, positively or negatively; if you’re proud of the work, and you enjoyed the work, that is what’s important.Don’t let the fear of not pleasing someone stop you from being creative.

(The main situation in which it’s not okay is when a person acts as a gatekeeper or has the ability to block forward progress if they don’t like your work; this is a major and under-discussed problem in academia.)

I think undergraduates should be kept away from Theory at all costs. I don’t think people should be allowed to even hear the word “theory” until they’re doing graduate work—for the very good reason that it’s impossible to theorise about texts before one has deep familiarity with them (not that that stopped anyone in the 1980s when I was in grad school). Undergraduates should be taught to have a clean appreciation of what texts say and how they say them, and learn how to write intelligently and clearly about that. If undergraduates had to have a model of criticism it ought to be popular criticism rather than traditional academic criticism.

* “The Other Side of the Story: When I was fourteen, I had a relationship with my eighth grade history teacher. People called me a victim. They called him a villain. But it’s more complicated than that.” This may tie into the first link in this list.